<![CDATA[The contemporary digital environment has intensified concerns about the disjunction between religious knowledge and moral practice among Muslim youth, as increased access to religious information does not necessarily translate into ethically consistent behavior. This study examines the dialectical relationship between knowledge (al-ʿilm) and action (al-ʿamal) in the Qur’an through the socio-cultural hermeneutic perspective (al-adabī al-ijtimāʿī) of Buya Hamka’s Tafsir Al-Azhar and formulates its axiological implications for youth character development. A qualitative library research design was employed using a thematic exegesis (mawḍūʿī) framework. Selected Qur’anic passages, including Qur’an 2:44, 58:11, and 9:105, were examined through content analysis and hermeneutic-reflective interpretation. The findings indicate that Hamka conceptualizes knowledge and righteous action as an inseparable organic continuum. Knowledge provides epistemological and moral guidance grounded in spiritual consciousness, whereas action constitutes the practical manifestation and verification of faith. Separating these dimensions produces intellectual and moral inconsistency that undermines personal integrity. Within youth character formation, their integration provides a normative foundation for worship, social empathy, and personal accountability. The study concludes that Islamic education should extend beyond cognitive transmission toward an integrated pedagogical ecosystem emphasizing reflective internalization, behavioral habituation, and parental and educator role modeling (uswah). The study contributes a Qur’an-based conceptual framework for bridging knowledge and action in Muslim youth development. Practically, educational institutions and families should align religious instruction with consistent modeling and opportunities for moral practice to strengthen transformative moral resilience amid contemporary sociocultural disruptions.]]>
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